CSN Education Department - Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 201, EDU 202 and EDU 203 is the opportunity you’ll have to observe
in a school classroom where students are actively engaged in learning. Each of these three CSN courses require
all students to complete a 10 hour "Field Observation" in a Clark County public school.

Once your placement is processed, you will receive details regarding your assigned school from your CSN
professor. Only then, will you contact the school and meet with your CCSD “cooperating teacher”. Both you and
your cooperating teacher will design a mutually agreeable schedule to complete your required contact hours once
you meet for the first time.

Within this packet, you will find the required field experience assignments and other documents that you must
complete in order to pass this class.

Your Name: >>>

Adela Abdelaziz
CSN Course: >>>
EDU 201 Introduction to Elementary Education
Professor: >>>
Susan Bridges
Professor’s email: >>>
susan.bridges@csn.edu
CCSD School: >>> Beverly S. Mathis ES

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Cooperating Teacher: >>>
Amy Fiscus
Save this completed packet for this class, and your Education Capstone Course, (EDU 299). Your CSN instructor
will let you know their required format for submitting the observation assignments within this packet.

BEFORE ARRIVING ON THE FIRST DAY...

1. Locate your assigned school on a map, or via the CCSD website, and arrive during the Initial Visitation Week
dates provided to you by your CSN instructor. This initial visit will be your chance to gather information about your
assigned cooperating CCSD teacher. School locations and other information can be found on the CCSD web site
at http://ccsd.net/schools/contact-information/

2. Pre-plan for an on-time arrival, and make sure that all interaction with CCSD employees and students is
respectful, courteous, and professional. You are a guest in their school, and a representative of this class and the
college. CCSD is allowing you to visit their school to further your understanding of the teaching profession. It is
imperative that your actions reflect a willingness to learn, and are reflective of a future professional educator.

3. The first half of your field observation/experience will be centered around learning about the school you were
assigned, and focusing on the general and unique characteristics of its culture. You will be looking at and
reflecting upon things that are going on in the classroom at the school level that you were assigned. You are
simply observing during this time. Your cooperating teacher will give you guidance on how your experience can be
expanded beyond simple observations, when he/she feels comfortable with your professionalism and skills.

UPON ARRIVAL THE FIRST DAY…

Check in at the school office and let the Office Manager know that you are a CSN Education student who has
been placed with a cooperating teacher at their school for Field Observation. Be patient while the information
you’ll need is located by the Office Manager. The request for placement came through Interact™ from our Field
Observation Coordinator, and has been pre-approved by the school’s administrator. During this initial visit, some
of you may be sent directly to the classroom to meet your cooperating teacher, some of you may be given contact
information for the cooperating teacher, and then will return on a different day for your first classroom visit.

UPON ARRIVAL TO THE CLASSROOM…

Introduce yourself to your assigned Cooperating Teacher. Since this is your first visit, ask the teacher where he/
she would like you to sit while you complete your observation hours for this CSN Introduction to Education class.
Show the teacher this “Field Observation Activities Packet”, as well as the last 3 pages which contain the
“Cooperating Teacher Information”, the “Time Log” and “Field Observation Student Evaluation” pages.
Let the teacher know that you will be taking notes during the observation for your packet assignments, and that
you will be asking him/her to verify your hours of attendance, and evaluate your participation once the total
observation hours are complete.

DEPARTMENT OF TEACHER EDUCATION FIELD EXPERIENCE GUIDELINES

Standards of Conduct
You are student representatives of the CSN Education Department and the teaching profession. Candidates are
expected to maintain high standards of personal and professional ethics.

Attendance and Punctuality

Regular attendance and punctuality are mandatory. Once you plan a schedule with the
cooperating teacher, this becomes an agreement in which you are expected to adhere to. You are expected to
sign in and out at the school (as required by the school office and/or program). In case of illness or emergency,
you must contact the assigned school and let them know you will not be in attendance on that day so they can
notify your cooperating teacher.

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Relationships
You should exercise respectful discretion when voicing your personal views. It is important that your demeanor
and opinions remain confidential. Under no circumstances can information about any students be released to, or
discussed with, any unauthorized person. It is forbidden to have any contact with students outside of the
classroom you are assigned. This restriction also includes CSN students contacting CCSD students using any
electronic means or through the use of social media.

Dress Code
CSN Department of Education wants you to be a success. Therefore we have established a dress code for
students fulfilling their observation requirement in the assigned school district. Appearance creates credibility;
make a good first impression by dressing professionally.

Required Acceptable Attire:

Males:
• Shirts with collars
• Ties (optional) with button down shirts
• Khakis, trousers, slacks; belts if pants have loops, (no sagging, rips or tears)
• Simple jewelry
• Shoes and socks that cover the toes and heels

Females:
• Shirts or blouses that cover the shoulders & waist; no see-through or mesh
• Sweaters worn over shirt
• Pants, pantsuits, khakis, trousers, slacks (no sagging, rips or tears)
• Jumpers, dresses, skirts (in length from 2" above the knee to the ankle)
• Shoes and socks that cover the toes and heels
• Leggings worn under dresses/skirts/jumpers
• Simple jewelry or none
• Little (daytime) make-up

Not Acceptable Attire: jeans, shorts, tank tops, halter tops, muscle T-shirts, tight fitting clothing, warm-ups,
sandals, flip flops, stilettos; no cleavage showing, no sagging or frayed hems; no head covering except for
religious reasons, such as a yarmulke or turban-like. No nontraditional hair colors/styles. Undergarments and
tattoos should be covered. Remove facial jewelry. No perfume. *School principal/supervisor has the sole
discretion on questionable clothing or appearance that distracts from student learning.

Classroom Conduct:
At all times, the cooperating teacher maintains legal responsibility for pupils in his or her classroom. You should
never assume that responsibility and be left unsupervised with children. You should not discipline students. You
are an observer, who should take notes to discuss during your next education class meeting, or to record in your
Field Observation packet.

Professional Conduct:
Never speak to staff or students in an abusive manner.
Never touch or be alone with a student for any reason.
Never give a student food, drink, or other items without the teacher’s permission.
Never take photos/video of students or staff without written permission from the principal.
Never make or accept calls/text using any communication device.

REVIEW THE TERMS of the CCSD Waiver Forms you agreed to:
“Student Statement of Responsibility” (Exhibit B)
“Student Confidentiality Statement” (Exhibit C)

These 2 waiver documents MUST be agreed to during the Field Observation registration process in order to
secure your placement. Completion of the Field Observation is a PASS/FAIL component of the course.

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ASSIGNMENT 1 (Observations): After arrival, take a seat in a nonintrusive location to begin your classroom
observations. Complete the questions below:

Observation 1: What are your first impressions of the classroom environment? Is it warm, inviting, organized,
etc? Describe the physical environment in detail. >>> It is a very warm and inviting classroom. It is very well
organized and well thought out. It is overall a very friendly environment.

Observation 2: Please describe the student make-up of the class, including gender, ethnicity, ELL, students with
physical challenges, and any other apparent attributes that are important to note. >>> The students have the
choice to sit where they want so that they can interact with different students every time.

Observation 3: What are the posted class rules in the room? (exactly as written) >>>
1. Looking eyes 2. Listening ears 3. Quiet mouth 4. Helping hands 5. Walking feet
Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>> Yes, these rules are enforced and when students don’t follow the rules,
they are either moved to a different spot as a warning or go to a cool down spot for a few minutes.

ASSIGNMENT 2 (Classroom Layout): Use graph paper or drawing software to create an accurate overhead
view, labeled drawing, of your assigned classroom before answering the questions below

>>>INSERT YOUR DRAWING HERE<<<

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>>
The space is definitely used efficiently. The students and teacher use every space in the classroom there
is.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>> It can definitely improve on organization and less clutter.

ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom, and record your
observations when presented with the questions below:

Instruction Question 1: What is the posted daily schedule for different subjects or periods? >>>
9:00 am- Announcements/Get ready to start the day
9:30 am-Reading
10:30 am- Choice Time
10:55 am- Lunch Time/Recess
11:40 am- Writing
12:20 pm- Specials
1:25 pm- Math
2:30 pm- Recess
2:45 pm- Choice Time
3:00 pm- Pack Up and Dismiss
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>>
Instruction is usually done in a whole group. Students either work as a whole group, small group, or in centers.
Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>>
I would describe it as organized and a great job at keeping a routine for the students.

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Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>>
Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>> These Students definitely seem engaged and excited to learn. The teacher makes it very
interesting for them to learn.
Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>>
None of the students are isolated.
Instruction Question 7: Is instructional time managed efficiently? Please explain >>>
Yes it is. The teacher would go over the instructions and would take her time to give and show examples so that
the students know exactly what to do and have time to do it.
Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>> She would get their attention and play a clean up song to
clean up and sit down for the next step. These transitions are very efficient.
Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? >>> The teacher usually says, “Hands on top”, then the
students say, “That means stop” or Teacher: “Macaroni and cheese”, Students: “Everybody freeze”.
Instruction Question 10: What specific behavior issues does the teacher have to deal with? How does the
teacher deal with these behavior issues? Be specific. >>> Sometimes students can be disruptive in class so
the teacher would either move them to a different spot or set them aside to discuss their inappropriate
behavior.
Instruction Question 11: Are there any policies or procedures in place that help or hinder instructional time? If
so, explain them and how they help or hinder use of instructional time. >>>

ASSIGNMENT 4 (Culture): Using the information provided below, carefully observe and evaluate the culture of
the school where you are assigned to observe. Remember you are evaluating the school for its educational
culture, place of learning, sense of safety, invitation for learning, promotion of self-actualization, development of
values and socialization.

Physical Characteristics: Look at the physical areas of the school to determine atmosphere, comfort, and
feelings the school creates for students in the educational setting.

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees, parking lot,
crosswalks, gates, signs and symbols. >>> The school is definitely a safe place. There are fences
and gates all around so that all visitors would have to go through the office.
2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>> The hallways are always decorated and safe for the kids to
walk in. The entrance security is always safe. Staff has to unlock the door for anyone to get into
the school. (Visitors, Parents, etc…)

Culture of the School: Read, listen and observe to determine the climate, values, and atmosphere within the
school.

1. Identify the school’s mission statement, motto, and mascot. >>>

Mascot: Mustangs
Mission Statement: Promoting a community of growth”
2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>> The staff is very friendly to visitors and very interactive and friendly with
students. They are always making them feel welcome.
3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades, block
scheduling, periods) Does the school use inclusion, or a pull-out program for special education students?
>>> Special education and the way the group gathers are all together. The only difference is that

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 Special education students always leave early with staff or arrive early to avoid crowds, trampling
over, and injury. They do eat and go to specials and recess with other classes.
4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>> They usually gather in the lunch room,
courtyard, and the playground area.
5. Examine school traditions, achievements and awards; community recognition or community partners;
extracurricular activities/clubs and athletics. Look for and document sources of community pride and
sense of identity through ceremonies, assemblies, trophies, and artifacts. >>> Dr. Beverly Sue Mathis
has been receiving awards since 1998. The most recent one was the naming of the school slated
to open in August 2017.
Culture of the Classroom: Each classroom has its own culture and way of life.

1. Look for teacher(s) expectations for learning and success, interactions with students, and his/her
personality. >>>

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>>

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>>

ASSIGNMENT 5 (Cooperating Teacher Interview): Complete the questions below by interviewing your
cooperating teacher during a convenient time. Include any school documents that your cooperating teacher will
allow you to photocopy for your packet.

Interview Question 1: What was the primary reason you became a teacher? >>> I became a teacher because I
love seeing students’ light come on when they learn something new.
Interview Question 2: What are the main challenges you face as a teacher? >>> Adapting lessons to meet all
needs.
Interview Question 3: What is the best part of being a teacher? >>> Seeing students excited about learning.
Interview Question 4: How do you determine where students sit in class? >>> I place students where I think
they will be less distracted.
Interview Question 5: How do you determine the members of any flexible groups? >>> I place students in
groups based on their ability level.
Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>> MAPS,
Kindergarten Assessments, sight word assessments, observations.
Interview Question 7: What requirements are placed on you for reporting progress to parents? >>> Report
cards/Progress Reports
Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>> Students’ parents are always able to speak with me about worries they may
have. We speak through a class app weekly and also have conferences.
Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>

Interview Question 10: How long does it take to prepare lessons for the day/week? >>> My lessons usually
take a week to prepare if they are new or if I am adapting them.
Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>> Whole group reinforcement: allowing the class
to ear something together. This helps them encourage each other. Students should receive
consequences right away so they know what they are needing to fix.

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Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>> Observations periodically but a final annual review at the
end of the year.
Interview Question 15: What consequences are there if your evaluation is not favorable? >>> You can be put
back on probation. It depends on how long you have been in the district.
Interview Question 16: What types of support do you receive instructionally, financially, or professionally from the
school, parent organization or school district to enhance instruction? >>> Teachers receive same budget
money to purchase items instructionally & professionally we are offered trainings weekly (on Tuesdays).
We all work together with grade level to support each other.
Interview Question 17: What surprised you most about teaching as a profession? >>> The amount of varied
instruction needed for all different types of learners.
ASSIGNMENT 6 (Observing a student): Discretely observe one student in your assigned classroom during an
extended period of direct instruction. Detail what was going on in the environment, and what you observed the
student doing while the lesson was being given. Make sure to document ALL behavior in relationship to what was
being presented by the classroom teacher. Please describe the setting, the lesson that was given, if the student
was on task and engaged in the lesson, and what you uncovered about putting yourself in a lesson from the
student’s point of view.

>>> I observed one of the girls in the classroom. Her name is Isela Bustos. The class was instructed to
cut out and paste a poem into their poem journals. The class sat on the carpet and were handed scissors
and glue. She cut the poem out and posted it on the paper. She then helped other students and threw her
trash and her peer’s trash away. She helped clean up and waited for the teacher to dismiss them so that
they can go color the picture on the poem. After coloring, the class sat back down and as the teacher
read the poem with the class, she followed directions and read and pointed along just as instructed by
her teacher.

ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field Observation
Placement.
>>> During this 10 hour field observation, I have experienced a well organized classroom with rules that
are enforced and a teaching style that students understand and that are comfortable with. The safety of
the classroom and school overall is great as well as the interaction amongst students and teachers.
Directions and the tail routine are clear to students and are always sticking to the daily routine. Students
are safe and comfortable in the school environment. Safety, comfort, friendliness, and security are all
very important.
Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student must submit their
completed Field Observation Activities Packet, Time Log, and Student Evaluation to their CSN instructor for
grading. The student must also provide the CCSD cooperating teacher with their CSN professor’s contact
information, so the cooperating teacher can send a quick email validation that the student completed their 10
hours before the final exam date.

The instructor’s email can be found on the first page of this packet, and on the next page.
Remember to save this completed packet in digital form, or as a hard copy for the
Education Department’s capstone course, (EDU 299)

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COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

Thank you for assisting in the preparation of a new generation of Nevada teachers. Our education majors are
required to complete 10 field observation hours in these courses:

EDU 201 Introduction To Elementary Education

EDU 202 Introduction To Secondary Education
EDU 203 Introduction To Special Education

This class is where many of our students actually make the decision whether they will continue further study of
the profession. We appreciate you joining us in providing these students with a wonderful first experience in the
classroom. If at all possible, please utilize the student to assist you in supervised classroom instructional
activities if you deem them ready.

We are hopeful that the information we have enclosed with this letter, which has been approved by the Nevada
College Consortium, will help you with a clear sense of how this field experience works.

When the student has completed his/her required observation hours, please complete and sign the “FIELD
OBSERVATION TIME LOG” and “FIELD OBSERVATION STUDENT EVALUATION” (along with the student).
Then, return these two pages to the student who will submit them to his/her professor. For your convenience, the
student has provided you with CSN contact information below. Please contact the CSN instructor if there are any
questions or concerns.

Also, before a final grade for EDU 201, EDU 202, or EDU 203 courses can be assigned, the CSN professor
MUST receive your official email verification that the student successfully completed his/her 10 hours. Please
also “cc” the student on this email as soon as the student has completed the 10 contact hours. The student WILL
NOT receive a final grade in the course until the email is received from you.

CSN Course # & name: >>> EDU 201 Introduction to Elementary Education

CSN Professor: >>> Susan Bridges

CSN Professor’s phone: >>> 248-240-0372

CSN Professor’s email: >>> susan.bridges@csn.edu

Student’s name: >>> Adela Abdelaziz

Student’s email: >>> adelakamillac@gmail.com

Should you have any concerns or questions about this process, please feel free to contact the instructor directly,
or the CSN Education Department at: (702) 651-4400.

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TIME LOG - CSN Field Observations

CSN Student: >>> Adela Abdelaziz

CSN Instructor: >>> Susan Bridges

CCSD School Assigned: >>> Dr. Beverly S. Mathis ES

CCSD Cooperating Teacher: >>> Amy Fiscus

CCSD Grade/Department: >>> Kindergarten

CCSD School Principal: >>> Joseph Rekrut

CCSD School Phone & Fax: (702) 799-8170 (702) >>>

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER INITIALS

02/03/2020 10:00 am 11:00 am 1hr.

02/04/2020 10:00 am 11:00 am 1hr.

02/05/2020 10:00 am 11:00 am 2hrs.

2:00 pm 3:00 pm
02/06/2020 10:00 am 11:00 am 1hr.
02/07/2020 10:00 am 11:00 am 1hr.

02/10/2020 10:00 am 11:00 am 1hr.

02/11/2020 10:00 am 11:00 am 1hr.

02/12/2020 10:00 am 11:00 am 1hr.

02/13/2020 10:00 am 11:00 am 1hr.

10hrs.

TOTAL HOURS:

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Cooperating Teacher Signature: _______________________________ Date: ___________________

FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

Please complete the following evaluation using the Performance Indicator Scores below (with the student) once
the total observation hours are met. Your constructive comments are extremely valuable to the student. This page
should be returned to the student along with their Time Log. If you prefer to fax or mail the completed documents,
you may do so by sending it to the CSN Professor’s attention via Fax: (702) 651-4908 or through regular US mail
to:

CSN North Las Vegas Campus - Education Dept.

3200 E. Cheyenne Ave.
Las Vegas, NV 89030-4228
SORT CODE CYS-222

Enter the appropriate “Performance Indicator Score” in the spaces below

(4)=exemplary (3)=consistent level (2)=not consistent (1)=lacking

__4___ Professional appearance, adherence to CCSD dress code

__4___ Reliability, punctuality

__4___ Communicates effectively with teachers and staff

__4___ Demonstrates manners, graciousness

__4___ Reflects upon observations using critical thinking

__4___ Demonstrates enthusiasm and curiosity toward the profession

__4___ Models respectful behavior with students

__4___ Uses appropriate language

__4___ Exhibits pre-service educator success indicators

Comments: Adela is very receptive and takes direction very well.

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Cooperating Teacher’s Signature: __________________________________ Date:__________

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